The National Education Policy, introduced on 29 July 2020, has created quite a buzz on school Whatsapp groups and social media platforms. This change comes after almost three decades. The last policy was introduced in 1986. One amongst the many changes is structural reforms in the school system from the existing 10+2 model.
The new model is likely to look like this — 5+3+3+4.
So what exactly does that mean and how will it impact you and your children.
Here’s What You Ought To Know:
1. Students in the age group of 3-8 years will be part of the foundational stage. This stage will be split into two:
Three years of playschool/anganwadi and two years in primary school (grades 1 and 2).
2. This policy brings into the fold the already existing playschools into the formal education.
3. Preparatory Schooling Stage: For children between 8-11 years of age in grades 3 to 5. There will be a greater emphasis on experiential learning across the sciences, mathematics, arts, social sciences, and humanities.
4. Middle school: For students between 11-14 years in grades 6 to 8. The thrust for this level will be to have a subject-oriented pedagogical learning style.
5. Secondary level: The final stage is for students between 14-18 years. This stage is again split into two sub-stages: covering grades 9 and 10 in one cohort and grades 11 and 12 in another.
This stage will promote critical thinking, attention to life aspirations, and also allow flexibility of subjects.
6. According to the proposal, students will also have the option of exiting during grade 10 and re-entering at a later stage in grade 11.
7. The total number of years a student spends within the school education system remains the same. What changes with the policy is how the years are split.
National Education Policy
8. There will also be more emphasis on integrating vocational education and internships from grades six onwards. This is to equip students with new skills. Carpentry, electric work, metal-work, gardening, pottery making, etc., are to be introduced during grades 6-8, as decided by states and local communities. This is to ensure that at least 50 per cent of the students by 2025, have comprehensive exposure to vocational education.
9. To that end, a ten-day bagless period will be introduced in grades 6 to 8, wherein students will get a chance to intern with local vocational experts. Coding is set to be introduced to students of grades 6 onwards.
10. The assessment system will be comprehensive and shall use artificial intelligence to show the learning outcome, the shortcomings, and what corrective measures are required for each individual student.
11. While up until now there was a clear demarcation between ‘curricular’, ‘extracurricular’, or ‘co-curricular’ activities, with the new policy, the intent is to merge them all. Subjects such as physical education, the arts and crafts, and vocational skills, in addition to science, humanities, and mathematics, will be incorporated throughout the existing school curriculum.
“I still remember that day vividly. My phone was ringing off the hook. Relatives and neighbours were calling in to know my results. For some reason, I kept refreshing the page to see if it was an error but it wasn’t. I had failed both Mathematics and Physics and at that point in time, I felt as though my world was coming to an end,” says Karthik* from Kottayam, Kerala who failed class 12 boards in 2014.
Over the years, several students like Karthik have faced the immense pressure imposed upon them to clear the 10th and 12th board exams. And when they failed to do so, they have been at the receiving end of discrimination from the society.
But after over 30 years, the Union Ministry of Education (formerly known as Human Resource Development Ministry) re-introduced the National Education Policy (NEP) 2020 on Wednesday, 29 July with several changes brought to the existing educational system in schools and colleges.
Although the board exams for grades 10 and 12 will be continued, the Ministry has decided to simplify the examinations and will mainly aim at testing the core capacities and competencies. Along with the board examinations, the students will have to take annual school examinations in grades 3, 5 and 8 which will test basic learning.
The Ministry is also providing more flexibility and a wider choice of subjects, along with an option to exit grade 10 and re-enter grade 11 at a later stage.
Several students who have had to face failure in their board exams in the previous years shared their experience on why taking the board exam twice has been a turning point in their lives and how the NEP might be beneficial for the future students.
“My father passed away during my 10th boards last year and it was a very difficult time for me and my family. When the results came I had failed in Physics and I personally did not have the strength to attempt the exam again but I still had to continue my further studies, says Reena*from Kollam, Kerala who cleared her compartment exam for Physics last year
“The new education policy’s option to take a break after class 10 is something that would have helped me greatly last year. This also gives students an option to go for internships and explore what they want to pursue further,” she adds.
The Ministry has revised the system entirely and divided it into a 5+3+3+4 schooling system spread across 15 years instead of the 10+2 system in practice till now.
According to the revised policy, students will have a foundational stage with 3 years of Anganwadi and 2 years of primary school education. They will then move onto grades 3-5 and be exposed to experiential learning across science, mathematics and arts.
The ‘middle stage’ would be grades 6-8 where students will be introduced to internships and coding. The final 4 years of school education would be covered in two phases with 9-10th being the first and 10-12 being the second.
These four years will lay emphasis on critical thinking and the aspirations of the students.
“I was a ‘below average’ student, and after failing my 10th grade, I had fallen further down. I was scared to step outside my home and I couldn’t even muster the courage to go take photocopies of my mark sheet. But soon after clearing my SAY (Save A Year) SSLC examinations, I was a lot clearer about my areas of interest and what I wanted to do with my future. Since then, I’ve also been more accepting of failure in any aspect of life,” says Vishnu* hailing from Kozhikode, Kerala who cleared his SSLC exams in his second attempt in 2015.
“The new education policy will hopefully take a lot of pressure off students and will also test their skills rather than the concepts they have memorised. This will also encourage students to truly understand the concepts better which they can apply in their higher studies,” he adds.
Rohit*from Chennai, who failed in 2 subjects in his 12th CBSE board exams says that repeating his exams helped him ‘slow down’ in life.
“I was always interested in sports and was never great at academics and although I prepared hard for the boards in my 10th standard, I failed in Chemistry. After repeating and clearing the compartment exam, I realised that I had to go at my own pace rather than my parents. If I had let failure define me and given up, I wouldn’t have been able to see so many of the achievements that awaited in life,” he concludes.
*Names have been changed to protect the privacy of individuals.
The Union Cabinet has released the National Education Policy (NEP) 2020 that restructures school education and higher education systems, and aims to transform the Indian education system by making it more holistic, flexible, and multidisciplinary.
Apart from setting a target to increase the Gross Enrolment Ratio (GER) in higher education from 26.3% to 50%, here are some other changes made in the college education system.
Multiple Entry-Exit Systems with Appropriate Certifications
While the three-year traditional BA and BSc degrees will continue, the new policy has introduced a four-year multidisciplinary Bachelor’s programme along with an option to exit and enter the course at any time.
If a student exits the programme after Year 1: they will receive a vocational certificate; Year 2: an Advanced Diploma; Year 3: Bachelor’s degree; Year 4: Bachelor’s degree with research.
Students can resume the course after a specified period prescribed by the Higher Education Commission
After a four-year degree programme, a student can directly do a year of Masters degree and then proceed for the PhD programme. The MPhil programme is being discontinued.
Credit Transfer and Academic Bank of Credits
Students will have an academic bank of credit. If he/she takes a break in the third year for a fixed period prescribed by the Higher Education Commission, he/she can utilise the credits stored in the digital locker whenever they wish to resume.
Credits can be earned through a multidisciplinary education approach.
A Single Regulator for Higher Education
The NEP 2020 alters the college education system and replaces the University Grants Commission and All India Council for Technical Education with a single regulator — the Higher Education Commission of India. The new commission will carry out functions of regulation, funding, accreditation, and setting standards for learning outcomes.
Multidisciplinary Education Approach
Single-stream higher education institutions will be phased out over time, and all will move towards becoming multidisciplinary. A multidisciplinary institution is that which offers undergraduate and graduate programmes with high-quality teaching, research, and community engagement.
Even engineering institutions, such as IITs, will move towards a more holistic and multidisciplinary education approach with more arts and humanities courses.
University Nomenclature will be Done Away With in NEP
The terms such as ‘deemed to be university’, ‘affiliating university’, ‘affiliating technical university’ and ‘unitary university’ shall be replaced simply by ‘university’. According to the official notification, over time, the system of affiliated colleges will be gradually phased out, and institutions can hand out degrees by themselves.
To know more details about the National Education Policy, check the official notification here.
The first educational policy of the 21st century has been announced. The National Education Policy 2020 is an ambitious project aiming for sweeping transformational reforms in all levels of education — primary, secondary and higher education institutions.
The 2020 policy casts aside traditional modes of evaluation brought into being 34 years ago and paves the way forward with a more comprehensive and multidimensional approach to student assessments.
Here is a look at how the year-end report card will change and whether it will resemble the CBSE’s Continuous Comprehensive Evaluation progress card.
What the National Educational Policy 2020 says:
The redesigned report cards will be “a holistic, 360-degree, multidimensional report that reflects in great detail the progress and the uniqueness of each learner in the cognitive, affective, and psychomotor domains”.
The progress report will include self-assessment, peer assessment and teacher assessment.
The draft policy states that a national assessment body — The Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH) — will be established. This centre will be responsible for setting standards, norms, and guidelines for the evaluation of students for all recognised school boards.
“Teachers [need] to be prepared for a transformation in the assessment system by the 2022-23 academic session,” states the new NEP 2020.
On the face of it, the guideline seems similar to the descriptive indicators that the CBSE had put in place a few years ago to evaluate the student’s overall performance in an academic year.
What does it mean?
The system of comprehensive evaluation trained the teachers to keep anecdotal records based on periodic observation to be able to validate a student’s growth in co-scholastic areas. And the resulting grades and descriptive indicators are assigned on the strength of how well the child is able to perform a particular skill.
The students are graded on self-awareness, interpersonal relationships, problem-solving, dealing with stress and creative skills. The NEP 2020 is perhaps aiming to bring scholastic results within the same ambit of assessment.
Preeti Khattri, Principal Sheerwood College, Jhansi (UP), CBSE City Coordinator and District Coordinator of CBSE Training Unit tells The Better India (TBI), “The NEP represents a major breakthrough for our country. Where the prime focus of CCE was less burden on a child by continuous evaluation, this new policy focuses on the overall growth with educational liberty. It removes the parochial vision of Macaulay’s education policy. The main task of schools will be to educate parents to come out of the orthodox number race and understand real progress. Using AI Software, the parents will be able to make appropriate career choices for their ward.”
Preeti Khattri, Principal Sheerwood College, Jhansi (UP), CBSE City Coordinator and District Coordinator of CBSE Training Unit
Throwing light on the kind of assessment cards we may expect under the NEP, she says, “The report cards will reflect the skills of students in an easy, simple and comprehensible manner.”
It can be safely said that the report cards will not be about numbers/grades anymore. The cards are now going to make way for progress books, with complete profiles of the students, their strengths and the areas where they have to work on.
Talking about the extra efforts teachers have to put in while making such profiles, Rumana Parvez, Academic Coordinator of Sheerwood College, Jhansi, and an educator with more than 15 years of experience, says, “According to me, report cards are the most non-productive work done by a teacher. Digitising the lengthy process of making such comprehensive and detailed progress reports and working more on the syllabus of the students would be a better way to go. I personally feel that putting too much effort into something which will just serve as memory is not too practical.”
Raees-ul-Hasan, who has been an educator under the Madhya Pradesh State Board for the past 22 years and is also a state board examiner concurs, “The pattern of report card where long explanations are given can be very confusing to parents in smaller cities. They are used to reports with numbers. One has to think about that too. How will you explain that to parents?”
What do students who received the first CCE comprehensive progress report say?
Anuja Bose, who completed her tenth in 2009 from Kolkata, says, “My parents were a bit confused. Honestly, at first, it wasn’t very clear to them. I remember I had to explain the entire examination pattern and grading system to them.”
Anuja who is currently pursuing her higher studies from Lincoln University, New Zealand, adds, “It was kind of complex to them. They were accustomed to simple marks and percentage.”
Oishi Bhattacharyya, who is currently working full time as a software developer for Locusnine Innovations is from the same batch as Anuja’s, tells TBI, “If a student’s performance on subjects is being evaluated, then numbers would be enough in report cards. No flowery details. But obviously there’s more to a child’s development than simple test scores. In those segments, I believe a more subjective explanation is better.”
Progress reports are an indication of a learner’s proficiency level for a particular academic year. Sadly, these cards are forgotten soon. Thus, the overhauling of the evaluation system and assessment parameters should be inclusive of all stakeholders who are directly involved in it — teachers who make them, parents who have to understand them and children who are being evaluated.
The Indian Space Research Organisation (ISRO) through its centre, the Indian Institute of Remote Sensing (IIRS), is inviting applications for a new online course titled ‘Remote Sensing Geographical Information System and Global Navigation Satellite System’. The course will be conducted from August 17 to November 20, 2020.
Who Can Apply?
The online course is open to professionals from central or state governments, private organizations, NGOs, as well as, students and researchers.
If your institution or organisation is not listed, you can register under the IIRS outreach network by following these instructions. This can be done only by a designated coordinator from the organisation.
How to apply?
Step 1: Interested applicants need to fill an online application form on the official website.
Step 2: Fill in the necessary information and upload the mentioned documents.
Step 3: Once you have applied, verify your email address, and activate your account through a link that will be sent via email.
There are limited seats available for the course and registration will be done on a first come first serve basis.
You can check the status of your application here.
Things to remember about this ISRO course.
There is no fee for this course.
All the approved participants will receive an approval email with their login credentials of the IIRS E-Class platform.
The E-Class platform will automatically record the attendance of the participant. The attendance is marked as present after 50% duration of total session time. For example, if the total duration of a session is 60 minutes then the attendance will be marked as ‘present’ after 30 minutes of active login.
Owing to technical problems if a participant is unable to continue the session, then he/she has to watch the same session through the ‘offline’ mode.
All the participants who are meeting the minimum attendance criteria will be allowed for online examination. The date and time of examination will be notified within 2 weeks of course completion.
The course schedule, study material, attendance status, and examination schedule will be updated on the same platform.
To know more about the attendance procedure and examination schedule, read the official guidelines in detail.
The Indian Institute of Technology, Delhi (IIT-Delhi) is inviting applications for 45 vacancies. The posts available are of junior technical superintendent, senior laboratory assistant, library information assistant, and so on.
Selected candidates will be eligible for a salary of up to Rs 1,12,400 based on their qualifications and the post for which they are selected.
How to apply:
Candidates can apply for the post of their choice only through the official website of IIT-Delhi.
Step 1:Register yourself on the IIT-Delhi website by entering your personal details.
Step 2: Select the post of your choice.
Step 3: Fill in the application form and upload the necessary documents.
Step 4: Make a payment of Rs 200 and submit the application form.
Here are the vacancies that are available in IIT Delhi:
Junior Technical Superintendent
Number of Vacancies – 2
Eligibility Criteria:
Master’s or Bachelor’s Degree in Science or Computer Science.
Candidates should have good command over English and Hindi language.
Proficiency in the use of a variety of computer office applications like MS Word, Excel, Powerpoint or equivalent is a must.
Assistant Security Officer
Number of Vacancies in IIT-Delhi – 1
Eligibility Criteria:
Master’s or Bachelor’s graduate in any discipline with at least 55 % marks.
5 years relevant experience.
Should have military or NCC & fire fighting training, Risk & Disaster Management Training and first aid.
Junior Superintendent (Publications Cell)
Number of vacancies – 1
Eligibility Criteria:
Master’s or Bachelor’s Degree in any discipline preferably in Science with 55% marks.
Should have good command over English and Hindi.
Senior Laboratory Assistant / Senior Mechanic
Number of vacancies: 2
Eligibility Criteria:
Master’s Degree in any discipline (preferably Science) with 55% marks.
Bachelor’s Degree in any discipline with two years relevant experience.
Proficiency in the use of a variety of computer office applications.
Caretaker (Hostel Management)
Vacancy: 1.
Eligibility Criteria:
Degree in Hotel Management with at least 55% marks.
5 years relevant experience.
Proficiency in the use of a variety of computer softwares.
Library Information Assistant
Vacancies: 4
Eligibility Criteria:
Master’s Degree in Arts / Science / Commerce with at least 55% marks.
One year work experience in a reputed library.
Proficiency in the use of various computer applications.
Senior Laboratory Assistant (Management Studies)
Vacancy: 1
Eligibility Criteria:
Bachelor’s Degree in Computer Application with a minimum of 55%
5 years relevant experience.
Knowledge of various computer office applications.
Senior Laboratory Assistant (Central Workshop)
Vacancies: 2
Eligibility Criteria:
A 3-year Diploma in Mechanical/ Automobiles/ Electrical & Electronics Engineering with a minimum of 55% marks from a recognized University.
3 years relevant experience.
Senior Laboratory Assistant (Department of Mechanical Engineering)
Vacancies: 3
Eligibility Criteria:
Bachelor’s Degree: Mechanical, Aerospace, Production & Industrial, Mining, Chemical, or Mechatronics engineering with a minimum of 55% marks.
Two years relevant experience.
Diploma in Engineering with three years relevant experience.
Senior Laboratory Assistant (Centre for Biomedical Engineering)
Vacancies: 3
Eligibility Criteria:
BTech in Engineering or MSc in Applied Sciences with a minimum of 55% marks.
2 or more years of relevant experience.
Proficiency in the use of a variety of computer softwares.
Senior Laboratory Assistant (Computer Service Centre)
Vacancies: 1
Eligibility Criteria:
Master’s Degree in Science with a minimum of 60% marks.
Bachelor’s Degree in Science/ Computer Science with two years relevant experience
A 3-year Diploma in Engineering or Applied Sciences with a minimum of 60% marks, and 3 years relevant experience
Senior Laboratory Assistant (Physics) Essential:
Vacancies: 1
Eligibility Criteria:
Master Degree in Physics or Electronics & Instrumentation with a minimum of 55% marks.
Bachelor’s Degree in Science with 2 years relevant experience.
3 years Diploma in Engineering with 3 years relevant experience.
Senior Laboratory Assistant (Applied Mechanics)
Vacancies: 1
Eligibility Criteria:
Master degree/ BE in Mechanical or Civil Engineering with a minimum of 55% marks.
Bachelor’s degree with 2 years relevant experience.
A diploma in Engineering with 3 years relevant experience.
Senior Laboratory Assistant (Deptt. of Design)
Vacancies: 6
Eligibility Criteria:
Bachelor of Fine Arts or Engineering in any branch with a minimum of 55% marks.
One year relevant experience in at least one of the following areas:
(i) Model making in a variety of materials such as foam, wood
(ii) experience in finishing methods and painting etc.
(iii) Proficiency in graphic design, animation, video and filmmaking.
3-year Diploma with minimum of 4 years relevant experience.
Senior Laboratory Assistant (Centre of Atmospheric Sciences)
Vacancies: 3
Eligibility Criteria:
Master’s Degree in Science or Computer Science with a minimum of 55% marks.
Bachelor’s degree in Science with two years relevant experience.
Three years Diploma in Engineering or Applied Science with three years relevant experience.
Senior Laboratory Assistant (Center for Sensors,Instrumentation and Cyber-Physical System Engineering )
Vacancies: 7
Eligibility Criteria:
Master’s Degree in Science or Computer Science.
Bachelor’s Degree in Science with two years relevant experience.
A 3-year Diploma in Engineering or Applied Science with three years relevant experience.
Junior Assistant (Accounts)
Vacancies: 6
Eligibility Criteria:
BCom or equivalent qualification with at least 55% marks.
Proficiency in using accounting software like Tally, PayRoll, e-TDS etc.
Having a typing speed of 40 words per minute / 35 w.p.m. in English and Hindi respectively on computer.
The Common Entrance Test (CAT) 2020 is just around the corner. Considered to be one of the toughest exams to crack, CAT is the gateway for lakhs of students into the 20 Indian Institutes of Management (IIM) in the country.
One of the students to aspired to study in an IIM was Maruti Konduri!
Hailing from Hyderabad, Maruti cracked his way into CAT in 2008 with 99.97 percentile and got into IIM Ahmedabad, all without going to any coaching centre. After graduating, he worked in Hong Kong as an investment banker, he quit his job in 2014 to start the online platform Cracku with his wife, Sayali, who herself scored 99.91 in the exam.
In talks with The Better India (TBI), the topper speaks on how aspirants can achieve their desired target without coaching classes and how they can make the most of their time during the lockdown.
Maruti Konduri
Preparing Without Coaching
“Thinking if the exams will happen or not is counter-productive. The uncertainty of the period can affect and delay your preparation greatly, so keeping yourself focused and assuring yourself that the examinations will happen in four months time is very important,” explains Maruti attempted CAT 2019 again and was the only candidate to score a 100 percentile.
“Centre your preparation around mock examinations. Several students who are finding it difficult to afford online classes for CAT preparation can adopt this strategy. The papers for the previous three years are available online for free,” he adds. According to Maruti one must attempt a mock test every weekend and base their weekday preparations on their results.
“I’ve seen several students start off their preparation by watching videos and referring to several coaching books. But with just four months left for the examination, understanding the kind of questions that are asked is key to cracking the CAT,” he explains.
CAT is not just for engineers
Maruti also points out that several people with non-engineering background lose hope on clearing the examination.
“Although it was true that engineers had a better chance of clearing the exams, the system has completely changed now. They are providing a more level ground so that students from all backgrounds can pursue an MBA,” explains Maruti who did his engineering from IIT-Bombay.
“Several arts graduates worry that their quantitative aptitude is not upto the mark, but in reality, a basic understanding of the questions of the exam and continuous practice can help. You must be able to tailor your preparation time accordingly,” he adds.
Preparing During A Pandemic
As for books for CAT preparation, Maruti suggests aspirants stick to an online method of preparation.
“The reading speed online and through a book varies by a certain percentage and in the case of the CAT examinations, every minute detail matters. For the same reason, I always recommend an online mode of preparation so that aspirants get accustomed to reading and attempting comprehensions through a screen,” he explains.
“There are several paid and free CAT question banks and mock question papers which you can make use of for your preparation,” he adds.
“But the most important thing to remember is that this year, in particular, is very different from the rest. Everyone is taking on a certain level of stress due to the pandemic. Rather than avoiding it, aspirants must acknowledge this and then move forward with their preparation,” he concludes.
The registrations for CAT 2020 begin tomorrow. A few important days to remember:
Registration starts at 10 a.m., 5 August 2020, Wednesday.
Registration ends at 5 p.m., 16 September 2020, Wednesday.
Admit card download begins at 5 p.m., 28 October 2020, Wednesday.
The Institute of Banking Personnel Selection (IBPS) has started the registration for the Common Recruitment Process (CRP) for the recruitment of Probationary Officers (PO) and Management Trainees (MT).
There are a total of 1,167 vacancies, and the recruitment is being done for banks including Bank of Baroda, Canara Bank, Indian Overseas Bank, UCO Bank, Bank of India, Central Bank of India, Punjab National Bank, Union Bank of India, Bank of Maharashtra, Indian Bank, and Punjab and Sind Bank.
The last day for registration is August 26, and the preliminary examinations will be conducted through an online mode.
Who can apply ?
Aspirants who wish to apply for the posts advertised by IBPS should ensure that they fulfill the minimum eligibility criteria specified by IBPS, which are as follows:
Nationality/Citizenship:
The candidate must be –
(i) a Citizen of India or
(ii) a subject of Nepal or
(iii) a subject of Bhutan or
(iv) a Tibetan Refugee who came over to India before 1st January 1962
(v) a person of Indian origin who has migrated from Pakistan, Burma, Sri Lanka, and East African countries
Age
As 01.08.2020 the candidate must be a minimum of 20 years or a maximum of 30 years. You can check the age relaxations for different categories on the official notification.
Educational Qualifications
A Bachelor’s or Master’s degree in any discipline from a University recognised by the Government Of India or any equivalent qualification.
The candidate must possess a valid marksheet and degree certificate that indicates the year of graduation, and the percentage of marks obtained.
Reservations
The posts are identified suitable for persons under categories of four disabilities as defined in the Schedule of RPWD Act 2016 and notified by the Department of Empowerment of Persons with Disabilities.
Have a scanned copy of your photograph (4.5cm × 3.5cm), signature, left thumb impression, and a hand-written declaration. See the sample text for the declaration here.
After entering your basic information, a provisional registration number and password will be generated by the system and displayed on the screen. The same will be sent over email and SMS. This can be used to reopen the saved data during registration.
Step 2: Enter your basic information, and upload the necessary documents.
Step 3: Payment of fees through an online mode.
Rs. 175/- for SC/ ST/ PwBD candidates.
Rs. 850/- for all others
The online examination will be held in two phases — Online Preliminary and Online Main. Shortlisted candidates will subsequently be called for a common interview by the participating organisations, and coordinated by the nodal bank.
Things to remember
On completion of the interview process, shortlisted candidates will be provisionally allotted to one of the Participating Organisations. The provisional allotment is subject to the candidate fulfilling the eligibility criteria and identity verification to the satisfaction of the allotted organisation.
Candidates are required to take a printout of the e-receipt and online application form containing fee payment details. This has to be produced along with other documents during the interview.
Further announcements pertaining to this process will be published on the IBPS website.
At the age of 18, Murali Krishnan (Madhu) left his home after an altercation with his father and headed straight to the railway tracks to end his life. But as he stepped on to the tracks, the lonely teenager’s heart skipped a beat on hearing the loud horn of the train and he immediately stepped off. That moment forever changed Madhu’s life.
Today, 46-year-old Madhu is an Assistant Section Officer at the Secretariat in Thiruvananthapuram, Kerala and has given PSC coaching to over 5,000+ students for the past 25 years, absolutely free of cost.
As a result of his training, Madhu’s village, Thekkumbaghom has the highest number of government employees in the entire state.
Not to be deterred by a pandemic, Madhu has created a YouTube channel with the help of his former students where he puts out educational videos for PSC aspirants.
The Decision That Changed His Life
“I was a below-average student in school and dropped out before completing my pre-degree. My father was an officer in the customs department and was never happy with my grades and had a lot of expectations from me. All this constantly overwhelmed me. After a huge fight at home, I decided to leave and end my life,” he tells The Better India (TBI).
“Deep down, I was very frightened and that made me step away. I was absolutely clueless at that point, with just Rs 4 in my pocket, I didn’t know where to go or what to do with my life,” he adds.
Madhu decided to go to his grandparents’ house which was 20 kilometres away from his home.
“My grandparents were very understanding and did all they can to help me stand on my feet. In fact, it was my grandmother who pushed me every single day to read books and motivated me to attempt the PSC examinations. I had my own space to learn and grow as a person and through their love and care, I knew that I had to turn my life around,” Madhu explains.
The PSC Journey
Helping students get govt. jobs
In 1995, Madhu attempted the PSC examinations and managed to clear it and landed two jobs — as a constable police officer and as a lower division clerk.
“I took up the job of the lower division clerk in a government library in Thiruvanathapuram and travelled everyday from Kollam for the job. The people in my village were quite stunned to see that I was able to clear the PSC exams. Two of my friends who couldn’t clear the examination that year approached me for help. That’s how my evening classes started,” says Madhu.
After returning from his work at 8.30 p.m., Madhu would sit with his friends and tutor them on several topics that were covered in the PSC exams. “At that point, I started self-study as well. I read several books in the library at work and even revised from the books I used for preparation to train my friends,” Madhu adds.
The same year, both of the friends that Madhu tutored cleared the examinations and got government jobs. The word began to spread in the village and several aspirants started seeking Madhu’s help. The next week as Madhu returned home after work, he saw around 50-60 students who were neatly seated on his veranda waiting for his arrival.
“It was an unexpected outcome but I was thrilled to see that people were acknowledging my efforts and found that my teaching was effective,” he explains.
The numbers started doubling over the years and the batches of students started increasing by the month. In a span of 25 years, Madhu has helped over 5,000 students get government jobs as a result of which, every household in the village has at least one government employee!
Free Classes For Everyone
Arun Unni, 24, who has been Madhu’s student for the past three years has cleared PSC examinations for several jobs and is currently waiting for his call letter as the Company Board Assistant at the Kerala State Financial Enterprises.
“Although the classes are completely free of cost, Madhu sir only takes in students who are genuinely interested in finding a job. In order to get admissions to his classes, every student must write and submit 8,000 PSC questions and answers. This way, he filters out students who are not willing to work hard and only takes in the ones who are ready to spend hours to crack the examination,” he explains.
“Although this may seem quite strange to many people, it has been quite effective and in the process of getting the admission itself, we learn so much. But his dedication towards teaching is what really motivates most of us,” Arun adds.
Rising Above The Pandemic
Right before the lockdown, Madhu had over 400 students attending his classes. But the inconveniences of the pandemic has not stopped Madhu from teaching his students.
In April, Madhu created a YouTube Channel under the name ‘Future College Online’ with the help of his students where he has been uploading PSC related videos on different topics.
Ponnu R, 25, another of Madhu’s students, has been helping edit these videos and is very keen on ensuring that his classes reach several students across the state.
“Every student of Madhu sir has a sense of loyalty towards him for the amazing work he has been doing for the village. So when the pandemic came into force, we decided to start out a YouTube channel and in just four months we’ve gained around 9,000 subscribers,” he explains.
Madhu and his wife, Ranjitha and daughter Jyothika have been living in Thekkumbhagom for the past 25 years and have become an irreplaceable part of the village.
“Over the years I was able to make amends with my father and I’m truly grateful for that. Coaching these students have completely changed me as a person and in some way, I believe that it’s my way of saying ‘thank you’ for getting my life back,” he concludes.
As per one estimate, out of the lakhs who apply for the civil service examinations conducted by the Union Public Service Commission (UPSC) every year, barely 0.2 per cent are finally selected,
The examination, which is conducted in three stages (Preliminary, Main and Interview) and across the span of nine months, is brutally difficult. Getting into the civil services not only offers long-term job security and an opportunity to administer this country, but it’s also a point of great prestige for many families.
This is why lakhs spend years of their time, money and effort in preparing for the UPSC exams. Here, at The Better India, we have told innumerable stories of people passing this exam despite difficult circumstances and how it can be done.
The sheer volume of people who read these stories every week gives you an idea of how obsessed many families are about this exam and its outcome. However, what is often missed is what candidates can do if they don’t reach the promised land.
While getting into the Union civil services, particularly the Indian Administrative Service (IAS), Indian Foreign Service (IFS) or Indian Police Service (IPS), is a fantastic career option, the general public’s obsession with it is unhealthy. Like our board exams, there is a lot of undue stress and pressure that comes with the aspiration of clearing this exam.
I have seen with my own eyes what this stress and pressure can do to people. I have seen people spending nearly a decade of their lives preparing for this exam, and when it didn’t work out, they were left in a state of anxiety, bitterness, frustration and ultimately depression.
Earlier this week, The Better India spoke to many candidates who didn’t reach the promised land despite multiple attempts, but have managed to land safely with good and stable careers. It’s important for those who haven’t cleared the exam to hear their voices.
Not Getting Through UPSC Despite Multiple Attempts
Aditya Unnikrishnan, a research associate at the Centre for Policy Research, a leading Delhi-based think tank, felt that after obtaining his Master’s in Development Studies from IIT-Madras back in 2015, the natural progression was a career in the civil services.
“My first UPSC attempt was right after graduating without any preparations in 2015. Back then, I just wanted to figure out what writing the exam felt like. The following year, however, I was well prepared for it. That was my first actual attempt. I cleared the Mains, got through the Interview stage, and at the final hurdle I missed out by 15-18 marks. Despite the initial disappointment, I figured out some of the things I needed to work on. I gave my next attempt the following year, I cleared the Prelims, but fell short in the Mains even though I thought I had done much better than the year before,” says Aditya.
Rohit Kumar, a senior product manager at Byju’s, who takes history classes online and handles their UPSC preparation material, has attempted the exam five times.
“I began preparing for the UPSC in 2011 after quitting my job managing an apparel factory in Bengaluru. My first attempt was in 2012. On four occasions, I cleared the Prelims and wrote the Mains, and reached the Interview stage once during my third attempt in 2015. Since middle school, I was always a good student with an inclination towards the arts. So, at the back of my mind, I knew that I would give the civil services exam one day. After graduating from the National Institute of Fashion Technology in 2010, I worked for nearly a year and instead of sweating for somebody else, I thought why not expend that effort to my goal, which was to clear the civil service exams,” says Rohit.
Meanwhile, for Sanchari Pal, who is currently the Head of Content at The Better India, it was a desire to help bring about change she wanted to see in the country that motivated her to attempt this exam four times.
“My dad was a civil servant who served in the Andaman islands during the tsunami of 2006, and I had seen firsthand the kind of impact dedicated civil servants could have on the lives of so many people. Yes, there was corruption and lethargy in the system, but a change was slowly and steadily rolling in. And I really wanted to be a part of this change,” she says.
For representational purposes only.
Dealing with the Disappointment of not Clearing UPSC
“I was majorly disappointed when it didn’t work out. When I got to the interview stage during my first serious attempt, I knew what had to be done the next time. With all these expectations built, the outcome the second time around was way below what I had expected. That hit me really hard but it also made me think that the outcome of this exam does not feel very controllable since I was convinced I had done much better than the year before. I wasn’t confident enough or 100 per cent sure that in my next attempt I would make it. There was a real risk that I would spend my entire twenties writing this exam. I was pretty sure that I didn’t want to take that risk,” recalls Aditya.
Prior to attempting the civil services, Rohit had cleared all manner of public service examinations like the Staff Selection Committee-Combined Graduate Level Examination (SSC-CGL), State Bank of India Probationary Officer (SBI-PO) Examination and others.
“Once I cleared these exams, I knew my focus was going to be on UPSC civil service exams. In April 2011, I moved to Delhi and lived there two and a half years until the end of 2013. That’s when I had just given my second attempt. By this time, there was nothing new to study and all I had to do was focus on my weaknesses. So, I took a call, came to Bengaluru and started teaching while also giving my exams. By my fifth attempt, however, I had enough. Even though there was another attempt left, I had already given six years of my life to this exam. I didn’t want to go any further. Maybe, I thought this is not meant to be. So, I took a call. By 2016 I had already taught for three years and thought maybe I am good at this profession as well. That’s when I took a real plunge into teaching,” says Rohit.
After falling short three times at the Prelims stage of the UPSC, in her fourth attempt Sanchari cracked the prelims, but disappointment wasn’t very far away.
“The mental exhaustion was extreme and as a result I fell severely ill. This meant that I couldn’t give the Mains. After dedicating four years of my life and working harder than I had ever done before, I couldn’t give the exam and this left me incredibly depressed for months. I had started preparing for UPSC right after college and I felt as if I had wasted my time while all my friends and classmates had gotten ahead with their careers. There was also the sinking realisation that perhaps I would never get a chance to serve my country the way I had wanted to,” she recalls.
Fortunately for Aditya, he found a job with Delhi-based Swaniti Initiative, a social enterprise, which works with policymakers and elected representatives to deliver development solutions. He ended up working with Swaniti Initiative for about a year and a half before moving to the Centre for Policy Research earlier this year.
“Of course, it helped that I had options and it wasn’t too hard for me to get a job. After two or three years of not being on the job market, many people feel like there aren’t any real options for them. Since many feel this way, they continue attempting it. It’s not necessarily the case that you don’t have options, but it’s not easy either. If you decide not to write again and start looking for jobs, it may not be an easy journey, but eventually you’ll manage. I had the qualifications to transition into the non-profit policy sector. But there are a bunch of people who don’t have those qualifications,” says Aditya.
Speaking to The Better India anonymously, a 28-year-old B.Tech graduate from Andhra Pradesh who has spent years on the Delhi coaching centre circuit, elaborates further.
“I finished my BTech in mechanical engineering from a not-so-well established institution in Andhra Pradesh, and frankly there aren’t many job opportunities out there for me,” she says.
This year she failed to make the cut after falling short at the interview stage and it was her fourth attempt at the UPSC. She does admit feeling insecure at not being in the job market for the past four years, but that hasn’t allowed her to sit back passively. For the past two years, she has been picking up skills like cloud computing, coding and animation (a passion), through taking classes online and from friends. She knows the task of finding a job after a gap of four years will be difficult, but remains positive.
“For many candidates like me, particularly from economically or socially deprived backgrounds, clearing this exam is what allows us to climb that social ladder. It’s sometimes the best shot we have at achieving this target. We don’t have the privilege of having relatives or friends in different sectors who can help us find a stable and well-paying job if this does not work out. This is why there is the added pressure on us to keep trying. But there comes a time, when we realise that this can’t go on. After all, you don’t want to get left behind, but that choice always depends on the individual,” she says.
Meanwhile, after 4 months of wallowing in self-pity, Sanchari finally began finding solace in something she had loved since her school days — writing.
“And, since I really wanted to work after all those years of sitting at home, I decided to get a job that would let me write, even though I had a degree in Biotech Engineering. That’s how I came across The Better India. I applied, had a great interview with the founders and was hired as a staff writer,” she recalls.
“Every dark cloud has a silver lining. We need to identify that silver lining. For everyone, it is something different. For some, during their preparations, they take a back up plan like completing their post-graduation or picking up new skills and finding a vocation that makes you feel good about yourself. By your third or fourth attempt, you have a clear idea of what’s not working for you. When you falter at the Mains more than a couple of times, there comes a stage when you realise that this entire exercise may not be for you,” says Rohit.
Representational image: Lakhs of aspirants take coaching classes each year to fulfill their dreams. (Image courtesy Chahal Academy)
Finding Joy in Their Current Occupation
“At the Swaniti Initiative, we worked closely with a lot of Members of Parliament. I was part of a team which provided MPs with a lot of research material that would help them prepare for debates, committee meetings, and so on. I soon transitioned towards a project management role helping civil society organisation in Uttar Pradesh and Bihar battle human trafficking. We were providing policy support to nonprofits working in the field, and how they can work better with arms of local government to tackle the issue more effectively. At the Centre for Policy Research, I joined the State Capacity Initiative, which focuses on understanding how state systems work, particularly the bureaucracy. With what I had learned in college and working with government stakeholders in Swaniti, I was able to get into that team,” says Aditya.
For Aditya, a career in policy research has given him the freedom to decide what he wants to work on. “I have control over my life. Last year, I was managing a project on human trafficking, and learnt a lot there. But it was a project essentially driven by clients and donors, and I wanted to shift to a place where my interests truly lay,” he adds.
More essentially, it’s the freedom to decide what he wants to work on from time to time. As per his understanding, while the civil services offer greater opportunities to facilitate change, they may not provide the same freedoms.
“It’s a pretty closed system and I can’t imagine leaving it even if I was miserable because I have invested so much time, money and energy into getting there in the first place. If I had attempted the exam a few more times, I may not have secured a spot in the IAS, but another service in which I have little interest, following which I would have attempted a few more times to get into the IAS. This wouldn’t have been good for the service I had joined or the system since I was disinterested and only focussed on getting into the IAS,” says Aditya.
For Sanchari, she found a job which allowed her to serve, albeit in a very different way.
“What I especially loved about The Better India was how the articles were all about creating change that turned India into a better version of itself. It made me realise that civil service wasn’t the only way to serve my country. I could also do it by writing stories that mattered. That was in 2016, and four years later, I still look forward to working on small campaigns for big causes everyday at work. Nothing can beat the pleasure of knowing that your work has truly transformed someone’s life. Trust me, that happens a lot at TBI. And so, at the end of the day, I was happy that I was doing something for my country while building a successful career. More importantly, I stopped regretting the time I had spent in preparing for UPSC. I realised that the knowledge I had gained in those years would always be with me, even though I didn’t crack the exam. It definitely helped me everyday at work,” says Sanchari.
“Whatever the result, I would get over these disappointments quickly. I have seen my friends who were very disappointed, but for me it was okay. My attitude was if this didn’t work, let’s try something else. No question, there was grief in not clearing the exam despite passionately preparing for it. However, as a result of my preparations, I can do my job with great passion and intensity. In some ways, I guess it was a blessing in disguise,” says Rohit.
How many times does a candidate keep trying? Well, it really depends from person to person.
“I respect people who have made five or six attempts to crack the UPSC. I believe that’s the sort of persistence and dedication that the system requires. However, what I would say is that don’t keep writing this exam because you feel you don’t have choices. If you actively look for choices and seek them out, you’ll get them. My advice is don’t get stuck in this cycle of attempting it because you feel there is no other resort. Do it only if getting into the civil services means a lot to you. Don’t let external factors compel you into attempting it time and again and spending precious years of your life on that,” says Aditya.
As Sanchari goes on to explain, not cracking the UPSC doesn’t mean the end of your dreams.
“The lessons learnt in those years of hard work are sure to help you build a successful career that can make you just as happy. In this digital world, it’s easy to skill yourself in a field you are truly passionate about. Companies are also far more open to hiring people from diverse backgrounds — you are not limited by your graduation degree. So don’t be afraid to try a new career if you believe you have a knack for it,” she advises.
The career you eventually land upon depends on your interests and skill sets.
“One must introspect and find your own answers. Your family also has a significant role to play here in offering solace. If you have given your 100% there is no reason for dejection. At the end of the day, some things are not under your control. I know so many people who didn’t clear this exam, but are doing very well in life wherever they are. It’s not the end of the world if you don’t clear it. It’s of course the most prestigious exam in India, but you can do better in other places and it’s imperative you start identifying them soon,” says Rohit.
(Edited by Gayatri Mishra)
Like this story? Or have something to share? Write to us: contact@thebetterindia.com, or connect with us on Facebook and Twitter.
The Indian Institute Technology (Bombay) has released the notification for the GATE 2021 exam, and has announced the exam dates. The online registration process will go on from September 14 (without late fees) to September 30, 2020 (with late fees).
The examination will be conducted from February 5 to 14, 2021 as an online Computer Based Test (CBT). The result is expected to be declared on March 22, 2021, and the score will remain valid for three years from the date of the announcement.
How to Apply for GATE 2021
Registration can be done only online, through the GATE Online Application Processing System (GOAPS).
Step 1: The application form will be released from 14-30 September 2020. Apply online here –GATE 2021 website.
Step 2: Candidates must upload their certificates and documents. This includes a photograph, signature, identity proof, certificate of qualifying degree, and caste category certificate.
Step 3: Before submitting the application form, an application fee for GATE 2021 has to be paid via electronic mode. You can check the fee details on thenotification before applying.
Eligibility Criteria
As per the newly introduced changes in GATE 2021:
Those who are currently appearing in the 3rd year of their UG degree in Engineering/Architecture/Arts/Commerce are eligible to apply.
Candidates who have completed any degree program in Engineering/Architecture/Arts/Commerce.
There are no age limits.
There is no minimum percentage specified for appearing in the GATE examination.
You can check the eligibility for the different qualifying degreeshere.
Revised Syllabus
According to the official notification, the syllabus has been revised and there are a total of 27 subject papers. Two new papers have been introduced:
(i) Environmental Science and Engineering
(ii) Humanities and Social Sciences in Economics, English, Linguistics, Philosophy, Psychology, and Sociology
Each student can attempt one or two subject papers. If you are choosing a two-paper combination, it has to be chosen from the list providedhere.
The officialstatementalso says that the final allotment of combination papers will still be subject to the availability of infrastructure, and exam dates.
Things to remember
The online examination paper may contain some questions for which numerical answers must be keyed in by the candidate using a virtual keypad. An on-screen virtual calculator will be provided for the same. The remaining questions will be:(i) Multiple Choice Question (MCQ) type, where only one out of four options is correct
(ii) Multiple Select Question (MSQ) type, where one or more out of four options are correct.
Candidates must produce the same photo ID proof submitted with the application during the examination for verification purposes.
No attempt limit is prescribed to apply for this exam
During registration, candidates must also choose exam city as per their choices provided in the exam center list.
Depending on the COVID-19 situation, the schedule of the GATE 2021 examination may change.
According to ex-IES officer, Akhand Swaroop Pandit, who scored an All India Rank of 6 in GATE, one of the most important aspects of preparation lies in studying the syllabus.
Go through the question papers of the previous years. The officer says that analysing the last ten years’ question papers will give the candidate a fair idea about what can be asked and what topics are important.
One must try and put in a minimum of five hours a day into preparing for the GATE examination. But, it is also important to make a schedule that works for you.
For the past few days, netizens have been asking for the postponement of the computer-based Joint Entrance Examination (JEE) 2020 and the National Eligibility cum Entrance Test (NEET) 2020.
While the former is expected to be held in the month of September, the latter will be conducted on 13 September 2020. The admit cards for both will soon be out.
Several parents are opposed to the idea of conducting the examinations amidst the pandemic and are expressing concern about the safety of the candidates.
In such a scenario, the Kerala Health Department has issued guidelines for precautionary measures for the examinations.
Let’s take a look.
Guidelines for NEET Examination
For representational purposes only.
NEET aspirants and parents/guardians from abroad or other states travelling to Kerala for the medical entrance exam will have to arrive at least 14 days in advance and complete the necessary stay-at-home or institutional quarantine before the exam day.
Aspirants who want to be exempted from the mandatory quarantine of 14 days will have to provide a COVID-19 negative report to the Health Dept on arrival.
The COVID-19 test will have to be taken at least 96 hours prior to the travel.
Arrangements like separate centres and classrooms will be made for students exhibiting mild symptoms of COVID-19.
Health care workers would be appointed at these NEET centres to ensure that the exam is held in adherence to the guidelines provided.
Here is a list of personal safety measures that you can take to avoid getting infected or spreading the virus.
Preparing for NEET, JEE 2020
Avoid public transport to the centre and try to opt for your personal vehicles instead.
Ensure the use of a hand sanitiser before entering the examination hall.
Make sure to wear a full-coverage face mask through the process — from getting to the centre and during the examination.
Make sure to sanitise the prescribed stationery that you carry with you.
Once the examination is finished, do not rush out of the examination hall and ensure to maintain a distance from the other candidates.
Ensure that you return home and take a shower immediately and try to avoid any other interactions in between.
As far as possible, don’t bring a companion to the examination centre to avoid putting them at risk.
Make sure to wash the clothes worn to the examination centre separately.
Remember to sanitise any accessories (phones, bags, masks) you take to the centre before entering your home.
As a NEET, JEE candidate, you must also ensure to follow all the instructions provided at the exam centres by the invigilators with regards to forming lines, entry and checking.
The Human Resource Development Group (HRDG), a division of the Council of Scientific & Industrial Research (CSIR) has tweeted that the CSIR UGC NET June 2020 Exam is being scheduled for the 2nd week of November 2020.
According to the tweet, the exact exam dates will be released shortly on the official CSIR website. The exam will be conducted in an online mode for the post of Junior Research Fellowship (JRF) and Lectureship (LS)/Assistant Professor.
2/3 CSIR/UGC-Net June 2020 exam is being scheduled in 2nd week of November 2020. Exact date to be notified shortly @CSIR_IND@shekhar_mande@SWifaan
It will be conducted by the National Testing Agency for the following subjects:
Life Sciences
Physical Sciences
Chemical Sciences
Earth, Atmospheric, Ocean and Planetary Sciences
Mathematical Sciences
Preparation Tips From a Topper for UGC NET 2020
While preparation to ace the exam must be in full swing, an aspirant’s target must not only be to qualify the exam with a good score but also ensure that they crack the exam in the first attempt.
Kanika Anabh, a resident of Ranchi, and a graduate of Jawaharlal Nehru University ranked 2nd in the life sciences stream of the CSIR UGC NET exam conducted in 2019. Here are some tips she shared for those who are currently preparing for the exams.
Go through your syllabus very carefully.
Kanika says it is important to be sure of the topics and sub-topics before you begin studying. You can write down the topics on a piece of paper, and pin it to your study table. This will help you keep track of the subjects to study.
“You can find the syllabus online, or on preparation books that you might be referring to. If you know the syllabus while studying, you will know which is an important point or topic and which one you can drop or read later. This will help you to save your time as you would not waste time on less important topics.”
Reference Material
Do not skip the reference books. Kanika says there are many videos and articles online which can direct aspirants towards the correct reference material.
“Keeping your reference material handy is crucial. Before purchasing a reference book, check if it covers all the topics mentioned under your subject’s syllabus. Do not purchase ones that look big, even if it looks small, it has to be precise with the information. This can help you understand topics better.”
Gain clarity of the overall CSIR NET Exam Pattern.
Be very clear about the exam’s pattern and the sequence in which the questions are asked.
“Familiarise yourself with the exam pattern by checking the official website. This helps to understand how to navigate through the paper, and you can create a method for yourself to attempt questions in a specific pattern, for maximum marks. While, some prefer covering the longer questions first, and then attempting the shorter one. You can do whatever helps you manage your time better during the exam.”
Solve question papers of previous years.
Kanika says you can solve question papers from the last 10 years, to get a clear idea about the way the questions will be framed.
“You can get these from the internet, or as a book. Solve at least the last 8 to 10 exam papers from the previous years. When solving these, time yourself, and ensure you are improving it each day.”
Maintain a study schedule
Manage your time effectively during exam preparation. Keep a timetable, and spend at least 5 hours on your studies daily. “With the situation now, it may be hard for many of you to focus on studying continuously, but if you cannot, split your syllabus in such a way that you cover important topics at first, and then move towards the easier ones. On days, when you don’t feel like studying, just revise old topics so that you don’t lose the flow of studying regularly.
Above all things, maintain a positive attitude. Kanika says she did not study for an entire day before her exam, and only spent a few hours revising all the important topics. This helped her stay calm on the day f her exam, and attempt the paper without any anxiety.
By mid-March this year, schools in India were shut down due to the spread of COVID-19. While state and the central governments struggled to conduct the scheduled board exams, thoughts of reopening schools were still distant.
As June rolled around, schools resorted to online classes. But three months into the new academic system, several state governments have been in talks with the Centre about reopening schools considering the ineffectiveness of the existing system, mental health struggles of the students and the inability of several students to join classes virtually.
This has created a lot of panic among parents about health and safety concerns in schools with the ongoing pandemic.
“Being a teacher, I have had my share of difficulties while taking online classes and I don’t feel a sense of satisfaction after taking these classes as well. But I still don’t favour the decision to reopen the school because we have to take into consideration the health and safety of the children as well the adults they come in contact with. Yes, education is very crucial but it shouldn’t come at the cost of putting people’s lives at risk,” says Smrithi Eliza Som, a biology teacher at the Montfort School, Yercaud.
Although the reopening of the schools in our country is still being discussed, several other countries around the world have resumed in-person classes over the past three months and here’s what has happened so far.
Measures Adopted By Schools Around The World
Picture Credits: Reuters
The authorities in other countries have enforced safety measures like routine testing of staff members, the presence of handwashes and sanitisers, reducing the number of students in each class, avoiding assemblies and creating ‘protective bubble’ groups for each student to minimise their contact with each other.
On 17 June this year, 1,500 paediatricians of the Royal College of Paediatrics and Child Health in England came together and signed an open letter that addressed the need to reopen schools.
The letter stated that students will be impacted socially as a result of the pandemic including those that lack resources and require support to attend online classes. It also pointed out that schools act as an access point to several public health services like mental health support, vaccinations, special therapies, free meals and physical activity.
Scotland opened its schools in August and the rest of the UK is set to open its schools by the autumn term (September-December), though a concrete plan for this has not been announced yet.
France opened its schools in May and saw one-third of school children return to their classrooms. However, a sudden surge of COVID-19 cases in schools caused panic among citizens. Several schools shut down immediately and limited reopening to junior high schools in green zones.
Picture Credits: Reuters
Many states in the U.S. also experienced similar outbreaks as a result of schools reopening, including Mississippi, which had the highest positivity rate with only 22 per cent of the population tested.
In comparison, Germany has seen a reduced number of COVID-19 cases over the past two months and as a result has reopened all schools. Classes have been reorganised into ‘cohorts’ or small groups of students and are conducted on a staggered basis with each cohort having its own designated space in the school. This step has been taken in order to quarantine the respective cohort in case of an infection, rather than the entire school.
The Island nation of Japan has also been able to control the spread of COVID-19. As for schools in the country, they were reopened in June. Though different strategies were adopted by different schools, Japanese students attended classes on alternating days. Students undergo daily temperature checks and lunches are silent affairs with social distancing.
Yet, some schools in Japan did report COVID-19 cases.
Sweden, on the contrary, never closed its schools. Students who are 16 and older stayed at home and attended online classes. Norms like social distancing and wearing masks were recommended but made optional. The government threatened to punish those parents who did not send their kids to school but this strategy earned the ire of many Swedish parents who have kids with health issues.
On 15 July, Sweden’s health agency reported that COVID-19 outbreaks in the Scandinavian country’s one million school students were not worse than Finland which had chosen to close schools. Also, paediatricians saw fewer cases of coronavirus among school students in Stockholm.
While mulling over the decision to re-open schools, one of the major concerns that most governments had was the public mentality. They feared the decision could possibly send a message that the country has become coronavirus-free which could lead to a dip in the number of citizens following safety precautions.
Israel was one of the first countries to reopen the schools soon after there was a significant decrease in the number of COVID-19 cases. The Israeli government decided to bring back students by the end of May but within days of reopening, infections were reported at a high school in Jerusalem leading to a large outbreak of cases. As a result, several schools were closed again.
So what should we adopt from these countries?
According to a recent report by The Week, India is planning to restart educational institutions in a staggered manner between 1 September and 14 November. The decision is most likely to be notified by the end of August. According to the report, the current plan in progress is to designate different days to different sections of a class to attend school. But the Centre is not in favour of reopening classes for primary and pre-primary classes.
Considering the rising number of COVID-19 cases and the population in our country with respect to the other countries, citizens have been questioning the decision of reopening educational institutions.
“I feel it’s too soon to resume classes, leave alone suggest it, since the numbers are not showing any considerable downward slope. Moreover, it’s very unsafe to take a chance with children, as they are vulnerable. Although we take the best safety measures, we cannot afford to put children at risk. We may not resume classes until we are convinced that it’s safe to bring the children back to school,” says Shirley A Zac, Principal, St.Thomas Matric Hr Sec School, Thiruvottiyur, Chennai.
While several of these safety and precautionary measures can be adopted by the Centre, reopening schools immediately can put several students and children at risk.
The Indian Institute of Kharagpur (IIT-K) in collaboration with the Vinod Gupta School of Management (VGSOM), a business school located in the IIT-K campus, has launched a short-term course named Introduction to R Programming and Data Analytics which aims to create data analysts and introductory data scientists.
A data analyst is someone who uses technical and programming skills to analyse data and reports insights by creating simple visualisation patterns for a larger audience to understand. Being a Data Analyst is essential if you wish to step into bigger roles like Data Scientist.
The course will be held from November 7-27, and will be taught by IIT-Kharagpur’s professors and industry leaders through online classes.
Who can Apply
The course can be taken by first year BTech students, engineering graduates, teachers, scientific officers, technical assistants, and working professionals.
According to the official notification, on successful course completion, participants will receive a certificate from VGSOM and IIT Kharagpur.
How to Apply
Step 1: Visit the official website, and register as a new user.
Step 2: Enter a valid email address, set a password.
Step 3: A verification link will be sent to your email.
Step 4: Once your email has been verified, log in again.
Step 5: Fill in profile information
Step 6: Select the course of your choice from the dashboard and click apply now.
The last day to apply is 1 November 2020.
This is a one-time registration process, and the same email id and password can be used to register for other courses of your choice. You can refer to the guidelines here.
Fee Payment
According to the official notification, the cost of the course is Rs 6,000 for students, and Rs 8,000 for others. This includes only course materials and is non-refundable.
If you have been shortlisted for the program, you will receive a payment link on your email within a few days.
Course Structure
The course consists of lecture sessions, hands-on exercises, and discussion on case studies and current problems. The classes will be conducted only on weekends for 3 hours on Saturday, and 3 hours on Sunday.
The notification also mentions that the exact course schedule, and structure will be updated on the website shortly.
Haroon Kareem TK, 15, hailing from Melattur, Kerala became the first visually-impaired student in the state’s history to write the class X SSLC examination entirely on the computer without the help of a scribe.
Using several assistive technologies for the visually impaired like screen reader applications, digital textbook databases, and other software for reading and writing Math and Science, Haroon managed to write his exams and scored an A+ in all 10 subjects.
Overcoming Obstacles
“When I was very young, my parents would make my sisters read to me but after that, I joined a special school, but even there the resources that I had were very limited. In fact, up until my 5th grade, I had only read eight books because those were the only ones available in Braille,” explains Haroon.
The limitations did not stop there for Haroon. He goes on to explain how subjects like Mathematics and Science were neglected because they required more effort.
But over the years the resilient teen has made significant efforts to overcome the challenges.
“In my 5th standard, my parents got me a computer and that was the turning point in my life. I installed a screen-reader and an assistive software that renders text and images into sounds and braille. This software helped me read books and also helped me discover several resources that were available for the visually impaired online. I even attempted to memorise the entire Wikipedia when I was just 11,” says Haroon.
Meeting his Mentor
Two years later, Haroon got the opportunity to attend a programme organised by Chakshushmati, an organisation in Thiruvananthapuram that works for the welfare of the blind where he met Professor Ram Kamal, the director of the NGO who became his mentor ever since.
“He understood everything that I was passionate about. Although he was a person who had sight, he thoroughly understood all of my concerns about studying at a special school. He even encouraged me to master my computer skills in order to overcome the shortcomings. Ever since then, he’s been like a mentor to me,” says Haroon.
“Sir even introduced me to several resources like Bookshare — an online library for the print disabled,” he adds.
Haroon soon shifted from a special school to the Mankada Government Higher Secondary School in Malappuram.
“Although I had shifted to a regular school I was assisted by a scribe in several instances, especially during examinations but I continued to use my computer for schoolwork with the permission of my headmistress. And by the 9th grade, I had learnt how to read and write Malayalam also on the computer using the ‘Optical Resolution Technology’ which I had altered according to my needs,” he explains.
The Final Battle for The Exams
Although Haroon was able to write his exams using Microsoft Word, it did not support subjects like Mathematics and Science, which consisted of diagrams and equations. This was a major hurdle that Haroon had to cross in order to write his board exams by himself using a computer.
“At this point, Haroon started teaching himself programming. He installed a few open software like INFTY Editor into the system and made it support a common language called Mathematical Language (MathML),” explains Haroon’s mentor, Professor Ram Kamal.
He then took permission from the Secretariat, Thiruvananthapuram to use the system to write the examinations.
“The feeling of writing an exam in my own words without the help of a scribe was a dream come true after battling with the education system for so many years,” Haroon explains.
And when his results came in, no one was surprised to see that he had scored an A+ in all 10 subjects.
“We plan to move him to The White School International in Kozhikode, an International Baccalaureate Board School where he can pick the subjects that he wants to study in for class 11 and 12,” says Professor Ram Kamal.
When asked about his career goals, Haroon proudly said that he wants to study at Stanford University and become a software engineer.
For the last sixteen years, Surender Singh, a primary teacher at a North Municipal Corporation of Delhi (MCD) school in Adarsh Nagar has been dedicating an extra hour post-school so that his students can participate in national level competitions, pass state-level entrance examinations and get scholarships.
So far, he has helped close to 166 students from marginalised families clear the entrance test of Rajkiya Pratibha Vikas Vidyalayas — exclusive resource-rich schools run by the Delhi government. In addition to that, 323 of his students (from class IV and V) have won merit scholarships from the MCD in the last ten years.
Surender’s unique teaching methods and exemplary efforts — that have also resulted in an overall increase in school attendance — have not gone unnoticed. He is among the 47 teachers from across the country, who has been selected for the National Teachers’ Award in 2020.
Confirming the news to The Better India, Ira Sehgal, Deputy Commissioner of MCD says, “We are very proud of Surender and his selfless efforts and certainly want other teachers to follow his example. We are experimenting with innovative ways to teach in all our North MCD schools.”
Surender’s teaching conditions are no different from other government school teachers who are overworked and underpaid, and sometimes have to wait for months to receive their salary. In addition to that, they have to teach their students in an environment where benches, stationery, books and basic classroom infrastructure is considered to be a luxury.
Even so, Surender has soldiered on and diligently done his job. In fact, he even declined a promotion that would have made him a Trained Graduate Teacher (TGT).
“The primary stage is extremely crucial for every student and teacher, and this is when they can be moulded. This stage sets the foundation for how well they learn in their later years, and if the foundation is strong, there is nothing that can stop them from achieving their goals. Of course, the resources in a government school are fewer than a private one but why should a child suffer?” Surender tells The Better India.
Teaching Methods That Stand Out
When asked about his teaching methods, Surender recalls an incident from a few years ago, when he heard a boy studying in Class 3, singing an unpleasant Hindi song. While other teachers would have reprimanded the boy, he tried to understand how the boy learnt and remembered the lyrics.
“He taught me how children can easily and quickly pick up songs and poems. So I started teaching math formulas, history lessons and complicated science chapters by breaking them into poems. It not only made the teaching interesting but also easier for students to remember,” informs Surender.
In order to promote a healthy classroom environment, he assured the students that no one will be judged for asking any questions and giving incorrect answers. The door of curiosity should always be open, he says.
Surender believes that learning from students is also a vital method to develop relations with them. For example, when one of his students asked him who invented the parachute when he was teaching them how to make one using paper, Surender did not shy away from confessing that he did not know. The next day, he got the information and thanked the student for enlightening him and the others.
“Louis-Sébastien Lenormand’s invention is still etched in my memory,” he mentions.
Surender maintains a file for each student to track their progress and work on their weaknesses accordingly. During the Parent-Teacher Meetings, Surender presents this to the parents and tells them how education is changing their child, “I assure them that their kids are bright and if they study well, they can build a good career. This simple assurance encourages them to send their kids to school regularly.”
He has also pinned a sheet of paper with parents’ contact details next to the board so that if the student is missing, he can quickly dial their numbers to find out the problem.
For over a decade, Surender has been striving hard for all-round development of students that belong to marginalised families without expecting anything in return. He is silently changing the perception of people towards government schools and is proving how the right teacher can bring about a huge difference in a child’s growth.
The early years of a child are hard to keep up with. The child learns not just language, math, science, good habits and values, but also learns about the world around. The child even discovers capabilities in the form of motor, sensory, cognitive, social and emotional skills.
Many parents choose to send their child to preschool, trusting a professional to help their child meet developmental milestones and be primary school ready.
But now that schools are shut will learning stop?
In this unusual stay-at-home year, young children are learning much more than academics.
It’s not really a gap year. It’s the year we can fill in the gap that traditional schools leave; even older children can hone their skills beyond academics.
As for preschoolers, the learning continues every day, every moment. Some may take longer; some may be better prepared for primary school. But it’s important to let every child follow their unique developmental curve and realise their potential.
However, learning in the early years is not about being ‘future-ready’. It’s about being present in the moment and growing organically every single day. As parents and educators, we owe it to our children to help them explore, discover, encourage them to think outside the box and sow the seeds for a lifelong love for learning.
In the times of Corona, where governments are discouraging online learning for young children given the detrimental effects of screen time, homeschooling may be a good fit especially for really young children whose development depends on holistic learning, beyond traditional classrooms.
Homeschooling Your Preschooler
Your child is already homeschooled, in a manner of speaking. You teach our child many skills beyond the few hours spent at school. Homeschooling is a more refined way of nurturing your child, providing meaningful opportunities to learn throughout the day, through different experiences.
The single greatest advantage of homeschooling is your understanding of your child. Whether your child needs to slow down or learn the next new thing, you are there to cater to curiosities and guide mindfully.
With the world as your classroom, a walk in the park can replace a science lesson, a baking session counts the ingredients and learns to whisk, or any simple child-centric activity can create many learning opportunities.
Not to mention the many extra-curricular activities and experiences you can expose your child to, so as to enrich their social spirit, which may not be possible in a traditional classroom.
You can channel excitement, energy and curiosity towards motor skills development, vocabulary and numerical understanding through a host of different techniques.
What does Pre-Schooler Homeschooling Look Like in India?
Homeschoolers in India constitute a small number of the entire population, but the idea of alternate learning seems to be gaining interest and momentum. Although there is no formal board which regulates homeschoolers, there are a number of large groups and communities across India which support homeschooling parents.
Amongst the many approaches available for homeschooling preschoolers, popular techniques include the Montessori and the Waldorf methodologies.
The Montessori method focuses on learning through planned activities and specific materials to aid teaching while the Waldorf approach lays greater emphasis on learning through play and real work in the early years, and mindfully nurtures a child’s imagination.
What are the Advantages of Homeschooling a Young Child?
Homeschooling strikes a balance between school and structured learning
Preschools and kindergartens accept children at earlier ages (around 2.5 years). The intent is to influence learning at critical ages of development. However, preschool is not compulsory for toddlers as many may not be ready, and homeschooling could allow them to get the best of both worlds, learning while they are at home.
Helps a child learn and thrive in a familiar setting
A child begins to explore new concepts in an environment they are most comfortable in, at a pace that best compliments his / her developmental curve and most importantly with people he/ she is most familiar with.
A stable learning environment
A young preschooler is developing rapidly, cognitively and physically at this phase. Covid has encouraged many parents to seek alternate routes to keep learning ongoing for their young child.
Creates opportunities for family bonding
Homeschooling helps nurture the bond between grandparents and grandchild, parents and their child or even between siblings. The quality time spent during planned activities forges deeper relationships between family members. In addition, familiar interactions lay the foundation for the development of values and faith.
Learning occurs in a real environment
Unlike a school which limits a child’s interaction to a simulated environment, homeschooling provides opportunities for learning in the real world. A trip to the animal shelter, supermarket, beach, park, etc. present great opportunities for learning different subjects. Even the process of planning, prepping and going on a holiday can be informative and educative.
Real-world social interactions
Traditional classrooms put children of the same age together, and this doesn’t allow for a child’s social capabilities to truly bloom. Homeschool parents, on the other hand, may provide their child with social options where they interact with children of different ages, as well as adults.
Try it Yourself
A young child does not need books, screens and even activity sheets. His / her learning happens in a real environment, learning new skills and concepts, each day. Mindfully providing the right cues across the day can help you channel explorations into everyday learning.
Try these simple exercises with your child. In all of these situations, a child learns, engages and discovers new concepts and skills:
Ask them to help you share (divide) the number of grapes between themselves and another sibling.
Allow them to help you stir sugar into tea or whisk eggs to develop fine motor skills.
Cook or bake together. An older child can even help double or half the recipes.
Take your child grocery shopping and have them help identify items from the list and fill up the grocery basket for you.
Enjoy learning pre-math skills (fractions) when cutting up pies, pizzas and such.
To help you along, we have introduced a homeschool program for parents of young children (2- 6 years) at InBloom.
We create an active learning curriculum as per the parent’s and child’s environment and schedule. A learning kit is curated and sent home every month to supplement your child’s learning. Parents are guided through issues with learning tools via online support and weekly calls with the InBloom teachers. Our teachers guide parents to craft daily, weekly and monthly activities as well as achieve developmental goals for the child.
About the Author: Pooja Marshall from InBloom Waldorf Kindergarten, takes a closer look at homeschooling a young child and how to go about it.
InBloom is a Waldorf kindergarten at Diamond District Apartments, Bangalore. The InBloom Homeschool curriculum strikes a healthy balance of play, storytelling, music, art as well as purposeful work such as cooking, cleaning, gardening and more.
Broken benches, a massive staff crunch, poor quality of infrastructure, irregular attendance and the lack of motivation to study or teach are the usual scenarios associated with government schools, especially in rural areas.
Figures back up this unfortunate plight. As per a 2018 ASERreport, nearly 57 per cent of students aged between 14-18 could not solve a class IV mathematics problem and over 40 per cent kids failed to locate their state on the Indian map. Less than half of them were unable to read a simple sentence in English (such as “What is the time?”).
Thankfully, all is not doomed for 60 per cent of India’s school-going children as some schools are going the extra mile despite the financial crunch, and genuinely making a difference. These efforts have been made either by individual teachers or a collective initiative of the government, parents and teachers.
One such teacher who has shown exemplary efforts to change the tarnished image of government schools is Amarjit Singh Chahal from Punjab’s Mansa district.
Amarjit with his students
Amarjit, who received the National Award on Teacher’s Day in 2019, is responsible for modernising four schools and increasing the enrollments of students. He has actively worked to ensure community participation where teachers, local panchayats and the parents have a sense of ownership towards the schools.
“Education is every child’s fundamental right and as a teacher, if I am unable to exercise that then I should not be in the profession. When I started, schools had limited resources and the plight of teaching was in tatters so I began my journey with my own investments. Seeing the progress, the local administration raised school budgets, parents donated money and we got generous donors from abroad. This interest and enthusiasm from various stakeholders is proof that with the right efforts, a change is possible,” Amarjit tells The Better India.
In the process of implementing his ‘Smart’ model in government schools (the primary schools at Ralli and Jeetsar Bachhoana and senior secondary schools at Boha and Ranghrial), Amarjit ended up investing Rs 2 lakh.
He also uses government grants and requests parents, who can donate from Rs 5 to Rs 10,000.
We also take help from NRIs who have been native to the district. Now that various stakeholders have invested, there is a sense of ownership from all of them. This is the key to making a project successful.”
Beginning of the Transformation
Before and after picture of a government school in Boha
In 2007, Amarjit was unable to figure out why his students from Ralli school, who were in Class 5, found it difficult to understand the length of a whale. After a couple of tries, he took them outside the classroom and drew a whale on the school’s boundary wall.
When they finally got some clarity a few students asked how the whale would pass through a canal to which Amarjit did not have an answer.
“It was an eye-opening incident. I changed my teaching methods and taught in a more interactive manner. I went beyond classroom teaching and found fascinating facts or tales around topics. I also promoted a healthy classroom environment where students were encouraged to ask questions, and if I didn’t know the answer, I would use the internet to find it out for them. Seeing this, some students started doing this at home. They would take their parents’ phone and google educational content,” says Amarjit.
Next, he introduced DVD players and YouTube in classrooms to show science experiments, animal clips and so on to help them understand better.
During the school’s renovation work, he asked the painters to paint math symbols, syllabus, vocabulary, adjectives, synonyms of words on the building walls, “I saw kids loitering around in corridors if a teacher would be absent. Now, they would see quirky paintings of a math table on the wall and probably even learn it.” He also encouraged the students to draw on walls.
Besides, a computer lab, projector and U-shaped colourful benches also played an important role in raising student attendance and performance.
“The smart lab has a recorder where I have recorded chapters and my teachings. So, students can hear them whenever they want to and take notes. This improves their writing and listening skills,” adds Amarjit.
He also started an educational park inside the school premises where he made small installations like Bhakra Nangal Dam project explaining the process of water distribution.
Bhakra Nangal Dam project
He replicated a similar model in three other schools as well with some modifications. For example, in the primary school in Jeetsar Bachhoana he saw students struggling with their vocabulary and sentence formation. So, he specifically focussed on their weaknesses and once that improved, he made videos of them reading chapters and uploaded them on his Facebook timeline. Next day, he showed all the positive feedback that further motivated them and also made them confident.
The school enrollment in the school had increased from 43 to 120 by the time he transferred to another school in 2018.
Seeing the progress of his school, several district administrations reach out to Amarjit and take suggestions on improving their local schools. Amarjit, on his part, even visits other villagers and offers his help.
“I want this model to be replicated in as many schools as possible. A majority of the students in India cannot afford private education. But it is absolutely unfair to deny them a good education because of a lack of money or resources,” he mentions.
Teaching Methods in the Lockdown
Amarjit is currently posted at government senior school in Ranghrial village where he introduced a science park, math park and smart labs that resulted in 55 new students.
To help students with no internet or smartphones cope with lessons in the lockdown, Amarjit imparts education on the telephone. Every morning, he announces the day’s schedule on the speaker system of the local Gurudwara. He has also been instrumental in convincing the village panchayat and teachers to donate their old smartphones to the needy.
Amarjit explaining his samrt model to other teachers
Praising Amarjit’s efforts, Sarpanch Jarnail Singh, who had organised a grand welcome party for him, after he returned from Delhi with his awards, says, “We have never seen a teacher as dedicated and committed as Amarjit. He has completely changed the face of education and showed us that a government school can be on par with a private one. The creative digitisation of classrooms with smart labs and projectors is giving our kids more exposure to the outside world.”
On a bright Saturday morning, 49-year-old Roohi Sultana dressed up for one of the biggest achievements of her life. A teacher at the Boys Middle School, Kashipora in the outskirts of Srinagar, she was conferred with the national award by President of India Ram Nath Kovind.
Roohi, the winner among 107 nominees, had been selected for her unconventional teaching method of using household waste as teaching tools.
A postgraduate in Urdu and the Kashmiri language and a renowned calligraphy artist, Roohi was among the 47 recipients of the National Teachers Award from across the country.
“I can’t express my happiness. It is all thanks to my students, who cooperated with me and adapted to my style of teaching. The education department and my family supported me to go through various challenges throughout this journey,” she said.
Roohi’s innovative method of teaching
Soon after joining the education department as a teacher, Roohi was selected for a teacher’s course of ‘Art Integrated Learning’ by the National Council of Educational Research and Training.
While all the attendants in the course focussed on the improvements in methods of teaching, Roohi was highly impressed with the ‘play-way’ method, demonstrated by one of the senior professors. This method uses tools to make a long-term impact on students, helping them grasp concepts better.
Roohi wanted to adopt these techniques for her students, who mostly came from underprivileged backgrounds.
What perturbed Roohi was the cost of the tools. Her students couldn’t afford any of them.
Rather than give up, Roohi decided to experiment and make education tools out of household items.
She started collecting scraps and littered items including soap covers, chips wrappers, empty tetra packs, mango seeds, plastic bottles and even thermocol packing material to modify them into various tools.
“My days would end by collecting all these littered items and visualising their modification to make them into something I could use to teach students. I would visit shopkeepers and ask them for empty plastic bottles, and biscuit and toffee wrappers,” Roohi said.
The use of these items was a challenging task for the calligraphy artist, who used her creative bent to make attractive tools of them.
“I would take all these littered items to my home, wash and dry them. With the help of my students, I successfully gave all these items the distinctive shapes of education tools,” she said.
While she used thermocol as a chart, materials like plastic bottles were painted with alphabets, and soap and chips wrappers were modified to help students to understand mathematics.
“I used shells of walnuts and pistachios and fixed them to their original shape. Sponges were used as a brush to paint mango seeds to understand colours. My students love and enjoy learning through this method. I have modified all these items in such a way that they could be used again to teach other classes as well,” Roohi said.
She has also experimented with other innovative and creative methods to make lessons interesting for rural kids.
“Being a language teacher, it becomes important to correct the pronunciation of students. So, I mostly make a song out of the lessons and sing them like a rhyme. Today, my students can pronounce every word with perfection,” Roohi says.
An inspiration for teachers
Teaching has been a passion for the multi-talented Roohi, who is hopeful for major reforms in the education sector.
“There has to be a physical, mental and cognitive development among our children. I have not been doing all these experiments to earn fame but to perform my role as a teacher,” she said.
Many of Roohi’s colleagues have imbibed her techniques, which is yielding them good results.
“I am proud of my colleagues who are using various tools to make learning easy for students,” she said.
Apart from teaching, Roohi performs various roles to help transform education in Jammu and Kashmir.
For example, she produces e-content for Diksha, a platform for training teachers, where she demonstrates her method to make it popular among other schools in the valley.
“During my interaction with teachers, I often suggest them to listen the songs of legendary singer Mohammad Rafi and Lata Mangeshkar to learn pronouncing words,” she says.
Roohi is also working as a content creator for the Jammu and Kashmir Board of School Education, which is responsible for framing the syllabus and conducting examinations up to higher secondary level.
From online to door-to-door classes
It has been a year since schools have remained shut in Kashmir due to the abrogation of Article 370 and the COVID-19 pandemic.
Roohi, however, has not let her students suffer. She continually conducted video lectures or visited the homes of the unprivileged.
“Though we have an internet speed constraint, still I am managing to make my students understand in a better way. I give them assignments, which they do in a better way using their learning from education tools,” she said.
For underprivileged children of Gujjar and the fishers community, Roohi is visiting their homes for lessons of the week.
“I follow all the SOPs by wearing a mask, maintaining social distance and keeping a hand sanitiser in my pocket. I teach students lessons and give them assignments for the coming days. Not just my students, it includes children who are studying in other schools be it private or government-owned,” she said.
Roohi’s achievement a proud moment for the entire Union Territory
Mohammad Younis Malik, Director, School Education Department, Kashmir termed Roohi’s achievement as path-breaking for the teaching community of Jammu and Kashmir.
“Roohiji has made good use of the ‘Early Childhood and Care Education’ concept and has worked hard over the years. Teaching kindergarten students writing and learning on scrap requires creativity. Roohiji got what she deserved,” Malik said.
